Technological Literacy:
Technological literacy needs to be a part of general literacy and "numeracy." In a sense we are speaking of "basics" in education, and we are identifying the knowledge and understanding of technology as basic. Technological literacy is different from scientific literacy. An understanding of scientific and mathematical concepts doesn't automatically result in an understanding of technology. [p. 74]
Contributing to technological literacy is an understanding of: (1) the historical role of technology in human development, (2) the relationship between technological decisions and human values, (3) the benefits and risks of choosing among technologies, (4) the changes occurring in current technology, and (5) an understanding of technology assessment as a method of influencing the choice of future technologies.
Computer Literacy:
There is a call for computer literacy, yet this should be regarded as but one aspect of a fuller technological literacy. The computer is but one of many expanding modern technologies. Microcomputer-based learning should be used to help students become more literate in many areas of technology. [p. 82]
Technology a Fundamental for Teachers as well as Students: [p. 72]
One result of this workshop was the strong recommendation that a foundation in technology be regarded as fundamental as reading and writing for all - It is widely agreed that technology is not dealt with effectively now. There are few teachers knowledgeable in this field. Consequently, many teachers are often timid about technical subjects and do not readily incorporate them into their lessons. Moreover, there is no real provision made for including technology in existing courses, and whatever students receive is too little, too late.
Teachers already in the schools and in-coming teachers must be offered a substantive education in technical disciplines. They cannot be expected to pick it up on their own time, nor should it be difficult for them to obtain.
Technological Systems:
The study of technological systems should be used as a basis for providing integrated and holistic learning. This is our reason for suggesting that all academic departments be involved. We cannot afford to repeat the mistakes of the past. If we are to embark on this revitalization of the secondary school and the middle school experience, it must be a task that intimately involves the students, the faculty, and staff of these institutions. Too much of our curriculum development and materials preparation has been done exclusively by individuals in higher education who have little knowledge of how high schools and middle schools work. There must be a stronger working relationship between these two groups to eradicate this unfortunate disassociation of the curriculum from the reality of the schools. High school people must be involved not just as end users, but also in the initial stages of planning and organizing the curriculum in technology.
Recommendation for including technology as a fundamental in K-12 education: [pp. 77-78]
Technology must be approached by the entire school, by agencies which work with schools, and by the family. This highlights the presumption that technology education should be regarded as fundamental for all young people.
Approaches to Technology in the Schools
. . . it is important that all students have a positive experience throughout their school years, from grades K through 12. We recommend that technology education be given attention throughout the precollege years with both the amount of coverage and the complexity of the examples used increasing as the student approaches high school graduation.
Middle School Years:
It is in the middle school/junior high school years that much should be done to improve the eventual technological literacy of a young person. We can use technology as a way of introducing the individual disciplines of mathematics and science. Technology can make education in these years more interesting, relevant, and stimulating than current coursework. It can be used to stimulate students to a greater interest in mathematics and science.
Recommendations for Curriculum Revisions:
Technology education can be introduced into the schools in a variety of ways. The following represent aspects of technology education that affect the curriculum offered
Students should have an opportunity to examine:
Students should have some education in:
Suggested Learning Objectives